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Coventry WL, Farraway S, Larsen SA, Enis TP, Forbes AQ, Brown SL. Do student differences in reading enjoyment relate to achievement when using the random-intercept cross-lagged panel model across primary and secondary school? PLoS One 2023; 18:e0285739. [PMID: 37294805 PMCID: PMC10256200 DOI: 10.1371/journal.pone.0285739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Accepted: 04/30/2023] [Indexed: 06/11/2023] Open
Abstract
Recent longitudinal research using the random-intercept cross-lagged panel model (RI-CLPM), which disentangles the within and between variances, has afforded greater insights than previously possible. Moreover, the impact of reading enjoyment and reading for fun on subsequent school achievement, and vice versa, has only recently been scrutinized through this lens. This study's longitudinal data (grades 3, 5, 7, and 9) comprised 2,716 Australian students aged 8 to 16 years, with school reading achievement measured by the National Assessment Program: Literacy and Numeracy (NAPLAN). The RI-CLPMs' within-person effects were not trivial, accounting for approximately two-thirds and one-third of the variance in enjoyment/fun and achievement, respectively, with between-person effects accounting for the balance. Here, we highlight a reversing direction of reading achievement's cross-lagged effect on subsequent reading enjoyment but note that the evidence for this over a reciprocal directionality was marginal. In mid-primary school, achievement at grade 3 predicted enjoyment at grade 5 more than the converse (i.e. enjoyment at grade 3 to achievement at grade 5). By secondary school, however, the directionality had flipped: enjoyment at grade 7 predicted achievement at grade 9 more so than the reverse. We termed this pattern the skill-leisure-skill directionality (S-L-S), as it concurred with the only two former studies that modelled equivalent instruments with the RI-CLPM. This model's cross-lagged estimates represent deviations relative to a student's average (i.e., within-person effect). In other words, students who enjoyed reading more (or less) in grade 7 achieved reading scores that were higher (or lower) than their average in grade 9. The implications for reading pedagogy are further discussed.
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Affiliation(s)
| | - Sarah Farraway
- School of Psychology, University of New England, Armidale, NSW, Australia
| | - Sally A. Larsen
- School of Education, University of New England, Armidale, NSW, Australia
| | - Tim P. Enis
- School of Psychology, University of New England, Armidale, NSW, Australia
| | | | - Stephen L. Brown
- School of Psychology, University of New England, Armidale, NSW, Australia
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van Bergen E, Hart SA, Latvala A, Vuoksimaa E, Tolvanen A, Torppa M. Literacy skills seem to fuel literacy enjoyment, rather than vice versa. Dev Sci 2023; 26:e13325. [PMID: 36101942 PMCID: PMC10008752 DOI: 10.1111/desc.13325] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 06/17/2022] [Accepted: 07/15/2022] [Indexed: 11/30/2022]
Abstract
Children who like to read and write tend to be better at it. This association is typically interpreted as enjoyment impacting engagement in literacy activities, which boosts literacy skills. We fitted direction-of-causation models to partial data of 3690 Finnish twins aged 12. Literacy skills were rated by the twins' teachers and literacy enjoyment by the twins themselves. A bivariate twin model showed substantial genetic influences on literacy skills (70%) and literacy enjoyment (35%). In both skills and enjoyment, shared-environmental influences explained about 20% in each. The best-fitting direction-of-causation model showed that skills impacted enjoyment, while the influence in the other direction was zero. The genetic influences on skills influenced enjoyment, likely via the skills→enjoyment path. This indicates an active gene-environment correlation: children with an aptitude for good literacy skills are more likely to enjoy reading and seek out literacy activities. To a lesser extent, it was also the shared-environmental influences on children's skills that propagated to influence children's literacy enjoyment. Environmental influences that foster children's literacy skills (e.g., families and schools), also foster children's love for reading and writing. These findings underline the importance of nurturing children's literacy skills. HIGHLIGHTS: It's known that how much children enjoy reading and writing and how good they are at it correlates ∼0.30, but causality remains unknown. We tested the direction of causation in 3690 twins aged 12. Literacy skills impacted literacy enjoyment, but not the other way around. Genetics influence children's literacy skills and how much they like and choose to read and write, indicating genetic niche picking.
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Affiliation(s)
- Elsje van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, The Netherlands
- Research Institute LEARN!, Vrije Universiteit Amsterdam, The Netherlands
| | - Sara A. Hart
- Department of Psychology, Florida State University, USA
- Florida Center for Reading Research, Florida State University, USA
| | - Antti Latvala
- Institute of Criminology and Legal Policy, University of Helsinki, Finland
| | - Eero Vuoksimaa
- Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Finland
| | - Asko Tolvanen
- Methodology Center for Human Sciences, University of Jyväskylä, Finland
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Finland
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Rodrigues ML, Kozak S, Martin-Chang S. Language of Early Reading Instruction: A Correlate of Print Exposure. READING PSYCHOLOGY 2022. [DOI: 10.1080/02702711.2022.2149644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | - Stephanie Kozak
- Department of Education, Concordia University, Montreal, Quebec, Canada
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Yeung SSS, King RB, Nalipay MJN, Cai Y. Exploring the interplay between socioeconomic status and reading achievement: An expectancy-value perspective. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1196-1214. [PMID: 35243608 DOI: 10.1111/bjep.12495] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 02/05/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Socioeconomic status (SES) and motivation are both important predictors of student achievement. However, most studies have investigated these factors separately, and very few have looked into the interplay between SES and motivation as determinants of student reading achievement. AIMS We intend to bridge this gap by examining a model of SES predicting reading achievement through motivation (i.e., expectancy and value) at both student and school levels. SAMPLE We used the data from the Programme for International Student Assessment (PISA) 2018 of 26,281 students from four regions in Greater China (Mainland China, Hong Kong, Macau, and Taipei). METHODS We used multi-group multilevel path analysis to test whether SES would predict reading achievement mediated by expectancy and value in student and school levels across four regions, with gender as a covariate. RESULTS Results showed that at the student level, SES significantly predicted reading achievement indirectly through both expectancy and value across four regions. At the school level, the relationship between school SES and school reading achievement was mostly direct. CONCLUSION The study was able to demonstrate the motivational gap as a pathway in which economic inequality can contribute to students' reading achievement gap.
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Affiliation(s)
- Susanna S S Yeung
- Department of Psychology, The Education University of Hong Kong, China
| | - Ronnel B King
- Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, China
| | - Ma Jenina N Nalipay
- Department of Curriculum and Instruction, The Chinese University of Hong Kong, China
| | - Yuyang Cai
- School of Languages & Centre for Language Education and Assessment Research, Shanghai University of International Business and Economics, China
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Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese–English Bilingual Children: The Moderating Role of Second Language Instruction. Behav Genet 2022; 52:108-122. [DOI: 10.1007/s10519-021-10096-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 12/09/2021] [Indexed: 11/02/2022]
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Daucourt MC, Napoli AR, Quinn JM, Wood SG, Hart SA. The home math environment and math achievement: A meta-analysis. Psychol Bull 2021; 147:565-596. [PMID: 34843299 DOI: 10.1037/bul0000330] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Mathematical thinking is in high demand in the global market, but approximately 6 percent of school-age children across the globe experience math difficulties (Shalev et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children's math development. To examine the relation between the HME and children's math abilities, a preregistered meta-analysis was conducted to estimate the average weighted correlation coefficient (r) between the HME and children's math achievement and how potential moderators (i.e., assessment, study, and sample features) might contribute to study heterogeneity. A multilevel correlated effects model using 631 effect sizes from 64 quantitative studies comprising 68 independent samples found a positive, statistically significant average weighted correlation of r = .13 (SE = .02, p < .001). Our combined sensitivity analyses showed that the present findings were robust and that the sample of studies has evidential value. A number of assessment, study, and sample characteristics contributed to study heterogeneity, showing that no single feature of HME research was driving the large between-study differences found for the association between the HME and children's math achievement. These findings indicate that children's environments and interactions related to their learning are supported in the specific context of math learning. Our results also show that the HME represents a setting in which children learn about math through social interactions with their caregivers (Vygotsky, 1978) and what they learn depends on the influence of many levels of environmental input (Bronfenbrenner, 1979) and the specificity of input children receive (Bornstein, 2002). (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Shapland CY, Verhoef E, Davey Smith G, Fisher SE, Verhulst B, Dale PS, St Pourcain B. Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies. NPJ SCIENCE OF LEARNING 2021; 6:23. [PMID: 34413317 PMCID: PMC8377061 DOI: 10.1038/s41539-021-00101-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 07/29/2021] [Indexed: 06/13/2023]
Abstract
Several abilities outside literacy proper are associated with reading and spelling, both phenotypically and genetically, though our knowledge of multivariate genomic covariance structures is incomplete. Here, we introduce structural models describing genetic and residual influences between traits to study multivariate links across measures of literacy, phonological awareness, oral language, and phonological working memory (PWM) in unrelated UK youth (8-13 years, N = 6453). We find that all phenotypes share a large proportion of underlying genetic variation, although especially oral language and PWM reveal substantial differences in their genetic variance composition with substantial trait-specific genetic influences. Multivariate genetic and residual trait covariance showed concordant patterns, except for marked differences between oral language and literacy/phonological awareness, where strong genetic links contrasted near-zero residual overlap. These findings suggest differences in etiological mechanisms, acting beyond a pleiotropic set of genetic variants, and implicate variation in trait modifiability even among phenotypes that have high genetic correlations.
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Affiliation(s)
- Chin Yang Shapland
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK.
- Population Health Sciences, University of Bristol, Bristol, UK.
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands.
| | - Ellen Verhoef
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- International Max Planck Research School for Language Sciences, Nijmegen, The Netherlands
| | - George Davey Smith
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK
- Population Health Sciences, University of Bristol, Bristol, UK
| | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | | | - Philip S Dale
- Speech & Hearing Sciences, University of New Mexico, Albuquerque, NM, USA
| | - Beate St Pourcain
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK.
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands.
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.
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